Accreditation | OCTC
Source: http://www.owensboro.kctcs.edu/about/accreditation/index.aspx
Archived: 2026-04-23 17:20
Accreditation | OCTC
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Institutional Accreditation
Owensboro Community and Technical College is accredited by the Southern Association
of Colleges and Schools Commission on Colleges (SACSCOC) to award associate degrees.
Owensboro Community and Technical College may also offer credentials such as certificates
and diplomas at approved degree levels. Questions about the accreditation of Owensboro
Community and Technical College may be directed in writing to the Southern Association
of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA
30033-4097, by calling 404-679-4500, or by using information available on
SACSCOC’s website
.
Please, visit our
Professional Licensure Disclosures
webpage for more information. More details are available on the KCTCS
Licensure Disclosures
webpage.
Each expandable cell below contains a table providing data on various achievement
measures for OCTC students. If you would like to request a pdf version of this information,
please email
Dr. Ashleigh Crowe
.
Retention - First time (KCTCS performance measure/CPE Strategic Agenda)
Goal: Top 4
F18-F19
F19-F20
F20-F21
F21-F22
F22-F23
F23-F24
OCTC
57.1%
59.3%
57.4%
59.2%
68.0%
63.6%
KCTCS
55.5%
57.1%
55.5%
57.3%
60.8%
61.9%
KCTCS rank
7th
6th
8th
7th
2nd
8th
OCTC Pell
54.4%
54.6%
55.0%
56.1%
63.9%
58.3%
KCTCS Pell
54.5%
55.8%
55.3%
55.7%
58.4%
60.25%
KCTCS rank
8th
11th
10th
10th
5th
14th
Retention - First time, full-time (IPEDS cohort measure)
Goal: 67%
F17-F18
F18-F19
F19-F20
F20-F21
F21-F22
F22-F23
OCTC
61%
62%
65%
62%
63%
72%
IPEDS cohort
57%
61%
59%
61%
61%
65%
Note: The peer comparison group selected by IPEDS varies each year.
Graduation in three years - First time, full-time (KCTCS performance measure)
Goal: Top 4
F16-S19
F17-S20
F18-S21
F19-S22
F20-S23
F21-S24
OCTC
36.0%
40.8%
41.6%
47.1%
49.2%
53.7%
KCTCS
33.9%
36.3%
40.2%
41.5%
44.2%
47.2%
KCTCS rank
9th
6th
8th
4th
6th
5th
OCTC Pell
33.0%
33.6%
37.8%
39.9%
42.4%
47.2%
KCTCS Pell
31.5%
32.7%
37.6%
38.0%
41.4%
43.7%
KCTCS rank
8th
9th
10th
8th
10th
6th
Graduation in three years - First time, full-time (IPEDS cohort measure)
Goal: Better than average
F16-S19
F17-S20
F18-S21
F19-S22
F20-S23
F21-S24
OCTC
36.0%
40.8%
41.6%
47.1%
49.1%
54.0%
IPEDS cohort
35%
35%
34%
34%
39%
OCTC Pell
33.0%
33.6%
38%
40%
42%
IPEDS Pell
30%
33%
29%
28%
33%
Note: The peer comparison group selected by IPEDS varies each year.
Persistence Rate Fall to Spring – Credential-seeking continuing or graduating (OCTC
measure)
Goal: 80%
F18-S19
F19-S20
F20-S21
F21-S22
F22-S23
F23-S24
F24-S25
OCTC
75.0%
75.1%
73.4%
72.4%
77.6%
78.1%
78.2%
Persistence Rate Spring to Fall – Credential-seeking continuing or graduating (OCTC
measure)
Goal: 75%
S18-F18
S19-F19
S20-F20
S21-F21
S22-F22
S23-F23
S24-F24
OCTC
72.4%
72.0%
70.3%
73.2%
75.8%
77.9%
77.8%
Transfer rate - AA/AS earners enrolled at four-year college next academic year (KCTCS
measure)
Goal: Top 4
2018-19
2019-20
2020-21
2021-22
2022-23
2023-24
OCTC
61.2%
62.5%
62.7%
61.2%
63.8%
70.9%
KCTCS
56.1%
57.7%
58.2%
58.3%
58.9%
58.7%
KCTCS rank
3rd
2nd
3rd
6th
3rd
1st
Transfer GPA at WKU (OCTC/WKU measure)
Better than WKU native
2019
2020
2021
2022
2023
2024
OCTC
3.05
3.20
2.83
2.94
3.21
3.24
Native WKU
3.00
3.03
3.03
3.04
3.07
3.14
Employment Rate – (KCTCS Performance Measure/CPE Strategic Plan)*
Goal: Top 4
2020-21
2021-22
2022-23
2023-24
2024-25
OCTC
82.7%
81.8%
83.1%
82.1%
82.4%
KCTCS
77.2%
76.4%
80.3%
79.2%
79.0%
KCTCS Rank
4th
5th
3rd
6th
6th
*Rate calculated using Post-KCTCS Outcomes data
Licensure Exam Pass Rate (KCTCS performance measure)
Goal: 90%
2019-20
2020-21
2021-22
2022-23
2023-24
2024-25
OCTC
76.5%
80.3%
91.0%
85.7%
93.9%
91.4%
Please, visit our
OCTC Programs CIP and SOC Codes
webpage for more information.
Some academic programs are specialized professional programs accredited independently
of the college. For more information, please visit our
Independent Program Accreditation
webpage.
Owensboro Community & Technical College
REPORTING SUBSTANTIVE CHANGE
POLICY AND PROCEDURE
Responsible Official:
President
Original Approval Date:
March 19, 2012
Most Recent Revision Date:
January 5, 2026
Most Recent Revision Summary:
The OCTC Substantive Change Policy and Procedure was edited to align with 2026 changes
in SACSCOC policy.
Introduction
Substantive change is a federal term pertaining to any “significant modification
or expansion of the nature and scope of an accredited institution.” Colleges and universities
must notify their accrediting body of potential or actual substantive change in a
timely fashion and in many cases must receive approval for such change from the accrediting
body before the initiative is implemented.
Owensboro Community and Technical College’s (OCTC) institutional accrediting body,
the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC),
is required by the federal government to monitor its constituents’ compliance with
the substantive change policy and to grant permission for major changes to occur.
As an accredited member institution, OCTC shall adhere to the Commission’s substantive
change policy located online (SubstantiveChange.pdf (sacscoc.org)). Substantive changes
fall into four broad categories:
1. Institutional Changes
2. Program Changes
3. Off-Campus Instructional Site/Additional Location Changes
4. Other Changes
Purpose:
The purpose of this policy is to establish the requirements, process, and timeline
necessary to ensure timely coordination and notification of substantive changes involving
OCTC. Adherence to this policy is mandatory to remain in compliance with the SACSCOC
Standard 14.2 which states,
“The institution has a policy and procedure to ensure that all substantive changes
are reported in accordance with SACSCOC policy.”
SACSCOC requires all member institutions to have a policy and procedure established
to ensure the timely completion of substantive changes. It is the policy of OCTC to
be in complete compliance with the Substantive Change Policy and Procedure of SACSCOC.
SACSCOC Principles of Accreditation further states,
“A member institution is responsible for following the substantive change policy by
informing the Commission of changes in accord with the Commission’s procedures and,
when required, seeking approval prior to the initiation of the change. If an institution
fails to follow SACSCOC Substantive Change policy and procedures, it may lose its
Title IV funding or be required by the U.S. Department of Education to reimburse it
for money received by the institution for programs related to the unreported substantive
change. In addition, the institution’s case may be referred to SACSCOC Board of Trustees
for the imposition of a sanction or for removal from membership.”
It is imperative that the constituents of OCTC are familiar with the substantive change
policy and procedures, so all necessary changes are reported in a timely manner.
College Policy Statement:
It is the policy of Owensboro Community and Technical College to comply with the SACSCOC
Substantive Change policy and procedures as a condition of its continued accreditation
by SACSCOC. All academic and administrative areas of the College are governed by this
policy. All programs and services of the College, regardless of location and delivery
method, are subject to this policy.
OCTC SACSCOC Steering Committee: Roles and Responsibilities
To maintain compliance with SACSCOC Standard 14.2 and OCTC’s Substantive Change Policy
and Procedure, and to facilitate the flow of information regarding actions leading
to a substantive change notification, institutional substantive change will be a standing
agenda item for all OCTC SACSCOC Steering Committee meetings, which will occur monthly.
Additionally, approval of meeting minutes and the review of programs, locations, and
courses offered will be standing agenda items for all OCTC SACSCOC Steering Committee
meetings. The OCTC SACSCOC Steering Committee will be comprised of the following:
• President
• Accreditation Liaison (convener)
• Chief Academic Officer (CAO)
• Vice President of Advancement
• Vice President of Business Affairs
• Vice President of Student Affairs
• Vice President of Information Technology
• Vice President of Workforce Solutions
• Dean of Academic Affairs-Arts and Sciences
• Dean of Academic Affairs-Professional and Technical Studies
• Dean of Student Affairs
• Associate Dean of Institutional Effectiveness
• Director of Financial Aid
• Director of Library Services
• Coordinator of Distance Education
• Coordinator of Dual Credit
• Quality Enhancement Plan (QEP) Director
• Designated faculty/staff where applicable
It is the responsibility of the OCTC SACSCOC Steering Committee to remain current
with SACSCOC Substantive Change Policies. For the committee to understand the many
different types of changes that fall within the SACSCOC Substantive Change Policy,
a copy of the entire policy will be distributed annually to all members in August
or as the policy is updated by SACSCOC. Additionally, the Accreditation Liaison will
provide a substantive change training during the first month of the fall semester
to the steering committee.
The designated roles of specific members of the OCTC SACSCOC Steering Committee charged
with ensuring compliance with this policy are described below.
President
The President is responsible for the overall administration of the College. Along
with the College faculty, the President is responsible for the development and implementation
of an instructional program commensurate with the purposes of a comprehensive community
and technical college. The President is responsible for the enforcement of the substantive
change policy and procedure.
Accreditation Liaison
The Accreditation Liaison communicates with the College President and the appropriate
SACSCOC staff regarding the status of each substantive change notification/approval
request. The Liaison is responsible for compiling any required notification/approval
request documentation, and for ensuring each notification/approval request is submitted
within the prescribed timeframe. The Liaison is also responsible for providing professional
development to the institution’s leadership, faculty, and staff about the SACSCOC
substantive change process, the OCTC Substantive Change Policy and Procedures, and
for notifying the Executive Team, Administrative Council, OCTC SACSCOC Steering Committee,
and campus of any updates to the SACSCOC or OCTC substantive change policies.
The Accreditation Liaison notifies the Director of Financial Aid of any pending substantive
change submissions to SACSCOC. Responsibilities of this position also include maintaining
the electronic records system used to disseminate information about substantive change
notification/approval.
The Accreditation Liaison is responsible for scheduling and conducting monthly meetings
of the OCTC SACSCOC Steering Committee, drafting meeting agendas inclusive of all
standing agenda items, recording meeting minutes, providing copies of the OCTC Substantive
Change Policy for committee review, and for obtaining approval by the OCTC SACSCOC
Steering Committee, Executive Team, and Administrative Council of revisions to the
OCTC Substantive Change Policy.
Chief Academic Officer
The Chief Academic Officer (CAO)/Vice President of Academic Affairs provides leadership
in the planning, development, implementation, and evaluation of the instructional
units of the College. The CAO reports any upcoming academic changes that meet the
SACSCOC definition of substantive change to the President and Accreditation Liaison
by the timeline outlined in this document. The CAO will notify the President and Accreditation
Liaison at the time the program planning process begins, normally 9-18 months prior
to the implementation of a substantive change.
Vice President of Advancement
The Vice President of Advancement contributes to the steering committee by providing
guidance on advancement issues and resources needed as a result of substantive change.
Vice President of Business Affairs
The Vice President of Business Affairs contributes to the steering committee by providing
guidance on human and fiscal resources regarding substantive change.
Vice President of Information Technology
The Vice President of Information Technology contributes to the steering committee
by providing guidance on technology issues and resources needed as a result of substantive
change.
Vice President of Student Affairs, Dean of Student Affairs, and Director of Financial
Aid
The Vice President of Student Affairs, Dean of Student Affairs, and Director of Financial
Aid contribute to the substantive change process through input and guidance to provide
student support services as a result of substantive change. The Director of Financial
Aid is responsible for assessing substantive changes that may require US Department
of Education (USDOE) approval, submitting proposed changes to USDOE for approval,
and keeping the Accreditation Liaison apprised throughout the approval process.
Vice President of Workforce Solutions
The Vice President of Workforce Solutions monitors the proposed schedule of for-credit
workforce classes and approves and reports to the CAO/Vice President of Academic Affairs
any schedule changes that conform to the SACSCOC definition of substantive change
and which might create the need to notify and/or seek approval from the SACSCOC. The
Vice President of Workforce Solution is to notify the President and Accreditation
Liaison at the time the program planning process begins, 9-18 months prior to the
implementation of a substantive change.
Academic Deans
The Deans of Academic Affairs serve to direct curriculum, instruction, and scheduling.
The Deans are responsible for monitoring the proposed schedule of classes. The Deans
also work with the appropriate academic leads, program coordinators, curriculum coordinators,
and faculty to determine if new academic programs are a significant departure from
existing programs, and if so, work with these groups to gather the information/documentation
needed to complete the substantive change process. The Deans approve and report to
the CAO and Accreditation Liaison any schedule changes that conform to the SACSCOC
definition of substantive change which might create the need to notify and/or seek
approval from SACSCOC. The Deans are to notify the President and Accreditation Liaison
at the time the program planning process begins, normally 9-18 months prior to the
implementation of a substantive change.
Associate Dean of Institutional Effectiveness
The Associate Dean of Institutional Effectiveness provides necessary research and
data support for substantive change decisions.
Director of Library Services
The Director of Library Services contributes to the steering committee by providing
guidance on access to learning resources needed as a result of substantive change.
Quality Enhancement Plan (QEP) Director
The QEP Director provides necessary guidance and reports on efforts related to OCTC’s
QEP.
Coordinator of Distance Learning and Coordinator of Dual Credit
The Coordinators of Distance Learning and Dual Credit are responsible for ensuring
all required approvals and notifications are received prior to scheduling and marketing
courses/programs that require substantive change. Coordinators are to notify the President
and Accreditation Liaison at the time the program planning process begins, normally
9-18 months prior to the implementation of a substantive change.
Faculty/Staff
Faculty/Staff members appointed by the President to serve on the OCTC SACSCOC Steering
Committee will provide necessary data and program support where applicable.
Definitions
Definitions of SACSCOC terminology related to substantive change can be found in Appendix
A.
Local Procedure
All Kentucky Community and Technical College System (KCTCS) policies and procedures
related to curriculum will be followed.
Per the SACSCOC Substantive Change Policy and Procedures, specific requirements exist
for institutional, program, and off-campus instructional sites. A list of specific
actions that constitute a substantive change by category is included below. Specific
elements pertaining to SACSCOC substantive change reporting requirements for each
type of substantive change are found in Appendix B.
1. Institutional Changes
1.1 - Change in measure of student progress to completion
1.2 - Competency-based education by course/credit-based approach – Institutional-level
approval
1.3 - Distance education – Institutional-level approval
1.4 - Governance change
1.5 - Institution closure
1.6 - Institution, program, or location acquisition
1.7 - Institutional contingency teach-out plan
1.8 - Level classification and level authorization
1.9 - Merger/consolidation
1.10 - Mission change
1.11 - Ownership, means of control, or legal status change
1.12 - Prison Education Program - Institutional-level approval
2. Program Changes
2.1 - Competency-based education by direct assessment – approval
2.2 - Cooperative academic arrangement with non-Title IV entities – approval
2.3 - Cooperative academic arrangement with non-Title IV entities – notification
2.4 Correspondence education - notification
2.5 - Method of delivery – approval
2.6 - Method of delivery – notification
2.7 - New program – approval
2.8 - Program closure
2.9 - Program length change
3. Off-campus Instructional Site/Additional Location Changes
3.1 - Off-campus instructional site notification
3.2 - Off-campus instructional site approval (including branch campus)
3.2.1 - Extensive review
3.2.3 - Committee visits
3.3 - Off-campus instructional site closure
To monitor compliance with the SACSCOC Substantive Change policy the following will
be tracked by the applicable department and maintained on the OCTC SACSCOC Steering
Committee SharePoint site:
A tracking file of all off-campus dual-credit sites is maintained by the Coordinator
of Dual Credit. This file includes names and complete addresses of all off-campus
dual credit sites along with the listing of courses offered, faculty teaching the
courses, contact information for the Point of Contact for the dual-credit site, and
the percentage of courses towards a credential available by year.
A tracking file of off-campus sites, not related to dual credit, is maintained by
the Accreditation Liaison. This file includes names and complete addresses of all
off-campus sites along with the listing of courses offered, information for the point
of contact for the site, the percentage of courses towards a credential available
by year, and the date the site was approved by SACSCOC.
A tracking file of locations where workforce development credits are being offered
is maintained by the Department of Workforce Solutions. This file includes names and
complete addresses of all workforce sites along with the listing of courses offered,
faculty teaching the courses, contact information for the point of contact for the
site, and the percentage of courses towards a credential available by year.
The Coordinator of Dual Credit and the Vice President of Workforce Solutions will
inform the Accreditation Liaison each time a new course is added to a location. Working
in conjunction with the Accreditation Liaison will ensure all documentation needed
for substantive change, if necessary, is submitted in a timely manner.
During the regular OCTC SACSCOC Steering Committee meeting, the OCTC Accreditation
Liaison will solicit feedback concerning any substantive change, new program, or new
academic area from the members of the Committee. This includes all program and curriculum
changes reviewed as necessary by the local Curriculum Review Committee (CRC).
If any information brought forth is deemed substantive according to the
Substantive Change for SACSCOC Accredited Institutions
policy, then the Accreditation liaison, in conjunction with the President and CAO/Vice
President of Academic Affairs, will determine the type of substantive change needed.
If the Commission requires the institution to write a brief or complete prospectus
or prepare any additional documentation, the Accreditation Liaison will work with
the appropriate departments and committee members to complete the necessary documents.
When all documents are completed for submission, the Accreditation Liaison will prepare
the necessary letters and attach all necessary documentation to be submitted to the
President of the College to be signed and sent to the Director of Substantive Change
at SACSCOC. A copy of the file(s) will be loaded on the OCTC SACSCOC SharePoint site
for the Steering Committee's records/notification.
Policy Review
The OCTC SACSCOC Steering Committee will review the policy each August or when the
Substantive Change for SACSCOC Accredited
Institutions policy statement has been updated (whichever is more frequent) to evaluate
the effectiveness of the process and to identify any needed improvements.
Policy Amendment
Policy changes pertaining to substantive change should be submitted to the Accreditation
Liaison who will present the proposed change to the OCTC SACSCOC Steering Committee,
Executive Team, and subsequently to the Administrative Council.
Policy Publication
This policy will be published on OCTC’s website, in the Academic Affairs Handbook,
the Discover College Dual Credit/Concurrent Enrollment Handbook, and the Workforce
Solutions Policy and Procedure Manual. The Accreditation Liaison is responsible for
providing the policy/procedures to internal constituents for publication.
Additional Information
A list of OCTC SACSCOC approved off-campus sites is maintained on the OCTC SACSCOC
Steering Committee SharePoint site.
A brief description of OCTC substantive changes approved since the last reaffirmation
and pending substantive changes are maintained on the OCTC SACSCOC Steering Committee
SharePoint site. Each description includes the date of Commission on Colleges approval.
Point of Contact
Every SACSCOC member institution has an institutional Accreditation Liaison whose
charge is to ensure compliance with accreditation requirements. Questions or clarification
regarding this policy should be directed to the institutional Accreditation Liaison.
Nicole Ralph
Associate Dean of Institutional Effectiveness
Accreditation Liaison
4800 New Hartford Road
Owensboro, KY 4230
(270) 686-4419
nicole.ralph@kctcs.edu
Document History:
Reviewed and Approved/Effective Date: Executive Team 3/19/12
Reviewed and Approved: Administrative Council 3/19/12
Revision Approved (Formatting): Executive Team 2/19/13
Revision Approved (Format): Administrative Council 2/19/13
Revision Approved (Update organizational structure/general format): Executive Team
9/18/17
Revision Approved (Update organizational structure/general format): Administrative
Council 9/18/17
Revision Approved (Update detailed responsibility/roles/procedure/format): Executive
Team 8/21/18
Revision Approved (Update detailed responsibility/roles/procedure/format): Administrative
Council 8/21/18
Reviewed and Approved: Administrative Council 10/21/19
Revision Approved (Formatting): Executive Team 10/21/19
Revision (minor edits, formatting) Approved: Executive Team: 11/9/2020
Revision (minor edits, formatting) Approved: Administrative Council: 11/16/2020
Revision (updates to align with SACSCOC policy) Approved: Executive Team: 3/21/2022
Revision (updates to align with SACSCOC policy) Approved: Administrative Council:
4/18/2022
Revision Approved (updates to align with SACSCOC policy, minor edits): Executive Team
07/10/2023
Revision Approved (Updates to align with SACSCOC policy, minor edits); Administrative
Council 09/18/2023
Revision Approved (updates to align with SACSCOC policy, minor edits): Executive Team:
09/16/2024
Revision Approved (updates to align with SACSCOC policy, minor edits) Administrative
Council: 09/16/2024Revision Approved (updates to align with SACSCOC policy, minor
edits): Executive Team: 3/03/2025 Revision Approved (updates to align with SACSCOC
policy, minor edits) Administrative Council: 3/18/2025 Revision Approved (updates
to align with SACSCOC policy): Executive Team: 8/4/2025
Revision Approved (updates to align with SACSCOC policy): Administrative Council 9/15/2025Revision
Approved (updates to align with SACSCOC policy): Executive Team: 2/9/2026
Revision Approved (updates to align with SACSCOC policy): Administrative Council 2/17/2026
Term
Definition
Acquisition
The sale, exchange or transfer of a component of an institution’s or entity’s assets
to a SACSCOC accredited institution.
Approval
An official action by the SACSCOC Board of Trustees enabling an institution to implement
a proposed substantive change. All changes requiring approval are defined in Substantive
Change Policy and Procedures. An institution secures approval by submitting a substantive
change prospectus or application subject to satisfactory review by the Board of Trustees.
Branch campus
A special form of off-campus instructional site geographically apart from the institution’s
main campus, where instruction is delivered, and is independent of the main campus
of an institution. A location is independent of the main campus if the location is
permanent; offers courses in educational programs leading to a degree, diploma, certificate,
or other for-credit credential; has its own faculty and administrative or supervisory
organization; and has its own budgetary and hiring authority.
Closure
The ending of instruction in an educational program, at off-campus instructional site,
in an educational program at an off-campus instructional site or main campus, by a
method of delivery, or at an entire institution such that a student cannot complete
their program of study as planned. Date of closure is defined as closed to admission
or entry, not the cessation of instruction.
Competency
A competency is a clearly defined and measurable statement of the knowledge, skill,
and ability a student has acquired in a designated program.
Competency-based education
A method of delivery in which competencies are learned through interaction with faculty
and an academic credential is earned based on what students demonstrate they can do.
A competency is a well-defined statement of what a person can do as a result of learning.
Progression and completion are measured by demonstrated attainment of competencies.
Competency-based education by course/credit-based approach
In a competency-based education (CBE) program using the course/credit-based approach,
demonstrating competencies is embedded in a traditional curriculum with courses completed,
credits earned, and a credential awarded. Students typically enroll in an academic
term and course credits are awarded at the end of the term by demonstrating mastery
of the competencies associated with a course. Students may accelerate learning and
demonstration of competencies. Transcripts record courses and grades, though the institution
may opt to maintain a separate transcript of competencies.
Competency-based education by direct assessment approach
Progression and completion of a program is based solely on demonstrating mastery of
prescribed competencies. There are no academic terms (i.e., calendars), courses, or
credit hours. Students progress through a program’s competencies at their own pace
within limits, if any, established by the institution. The academic transcript consists
of successfully demonstrated competencies and the level of mastery attained.
Cooperative academic arrangement
An agreement between a SACSCOC-accredited institution and another entity (or entities)
to deliver program content recorded on the SACSCOC institution’s transcript as its
own (see also Standard 10.9 [Cooperative academic arrangements] of the Principles
of Accreditation). Examples include geographic or denominational consortia, statewide
distance education agreements, collaborative agreements with international institutions,
and contractual instruction.
Correspondence courses
Courses in which students and instructors are not in the same locations and in which
instructional materials and learning assessments (such as examinations, assignments,
creative works, etc.) are delivered electronically or by mail. Interaction between
instructor and student is limited, is not regular and substantive, and is primarily
initiated by the student. Courses are usually self-paced within limits.
Distance education
Distance education is a method of delivery in which the majority of instruction occurs
when students and instructors are not in the same location. It includes synchronous
(live or real-time) and asynchronous (lot live or real-time) instruction.
Face-to-face instruction
A method of delivery in which 50% or more of instruction occurs when students and
instructors are in the same location.
Implementation date
Also known as the “Effective date” is the date established by the institution in the
prospectus or application review. In the event of an unreported substantive change,
the implementation date is the date of approval granted by SACSCOC.
Instructional level
For courses and programs, the level of content and rigor corresponding to traditional
academic degree levels: associate, baccalaureate, master’s, education specialist,
or doctoral
Level authorization
SACSCOC authorization for an institution to offer instruction and credentials at
a level lower than the highest level for which an institution is approved to offer
instruction and credentials.
Level Classification
An institutional status indicating the highest level for which an institution is
approved to offer instruction and credentials.
Method of delivery
The principal method by which instruction is delivered to include competency-based
education (all forms), distance education, and face-to-face instruction.
Mission change
A significant change in the established mission of an institution that fundamentally
alters the character of an institution and its portfolio of academic programs or other
mission-driven activities.
New program
A program not previously offered at the institution in which the content is a significant
departure from the institution’s existing programs.
Notification
An official communication from an institution to SACSCOC as defined in Substantive
Change Policy and Procedures. A notification is complete only when accepted by SACSCOC
upon satisfactory review by staff.
Off-campus instructional site
A location geographically apart from an institution’s sole main campus and where instruction
is delivered.
Off-campus instructional site closure
Off-campus instructional site closure is defined as closed to admission to the site
for all programs, not the last date of instruction.
Off-campus instructional site relocation
Moving instruction to a new location geographically separate from – i.e., non-contiguous
to – the current location.
Off-campus instructional site name or address change
Changing the name or address of an off-campus site with no change in the location
at which instruction is delivered.
Oversight entity
Under the federal Prison Education Program (PEP), the state department of corrections,
Federal Bureau of Prisons, or other entity responsible for facilities where confined
or incarcerated students are located.
Prison Education Program (PEP
A federal program providing Pell Grant access to confined or incarcerated individuals.
Program
A coherent course of study leading to a for-credit credential including a degree,
diploma, certificate or other generally recognized credential.
Exception: General education, for substantive change purposes, is usually considered
a program even if a credential is not awarded. See also Standard 8.2.b (Student outcomes:
general education) and Standard 9.3 (General education requirements) of the Principles
of Accreditation.
Program designed for prior learning
A program requiring students to possess prior learning as a condition of admission.
Program length change
An increase or decrease in program length by 25% or more AND an increase or decrease
in students’ expected time to completion by more than one term.
Substantive change restriction
Alternate substantive change requirements placed on institutions that have been placed
on warning, probation, or probation for good cause over the prior three academic years;
or is under provisional certification for participation in federal financial aid programs
as defined in 34 C.F.R. § 668.13.
Teach-out
The process and time period of a teach-out plan.
Teach-out agreement
An optional written agreement with an institution or entity under which students covered
by a teach-out plan may complete their programs of study. A teach-out agreement may
include student eligibility criteria, time limits, fee waivers, tuition parity, or
other negotiated terms.
Teach-out plan
A written plan developed by an institution for students to complete their programs
of study because it decided to end a program, off-campus instructional site, method
of delivery, or to close the institution. A teach-out plan provides an orderly process,
the equitable treatment of students, minimal disruption and additional costs to students,
and covers all enrolled students regardless of their progress to completion.
Institutional Changes
Type
Approval/Notification
Fee
Subject to Substantive Change Restriction
Submission Requirement*
Institutional Due Date
SACSCOC Due Date
Related SACSCOC Policy
Acquisition
Notification & Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
March 15 for June Board Sept. 1 for Dec. Board
Merger/Consolidation, Acquisition, etc.
Change in Measure of Student Progress to Completion
Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Credit Hours
Competency-based Education by Course/Credit-based Approach – Institutional-level Approval
Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Distance Education – Institutional-level Approval
Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Governance Change
(Committee Visit)
Notification & Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
March 15 for June Board
Sept. 1 for Dec. Board
Merger/ Consolidation, Acquisition, etc.
Institution Closure
Approval
No
No
Teach-Out Plan
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Institutional Contingency Teach-out Plan
Approval
No
No
Teach-Out Plan
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Level Authorization
Addition
Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Level Change to a Higher Level
Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
March 15 for June Board
Sept. 1 for Dec. Board
Merger/Consolidation
(Committee Visit)
Notification & Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
March 15 for June Board
Sept. 1 for Dec. Board
Merger/ Consolidation, Acquisition, etc.
Mission Change
Approval
No
No
Prospectus
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Ownership, Means of Control, or Legal Status Change
(Committee Visit)
Notification & Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
March 15 for June Board
Sept. 1 for Dec. Board
Merger/ Consolidation, Acquisition, etc.
Prison Education Program - Institutional - level Approval
Approval
Yes
Yes
Prospectus
12 months prior to SACSCOC due date
March 15 for June Board Sept. 1 of Dec. Board
Program Changes
Type
Approval/Notification
Fee
Subject to Substantive Change Restriction
Submission Requirement*
Institutional Due Date
SACSCOC Due Date
Related SACSCOC Policy
Competency-based Education by Direct Assessment – Approval (50% or more; Committee
Visit)
Approval
Yes
No
Prospectus
6 months prior to SACSCOC due date
March 15 for June Board
Sept. 1 for Dec. Board
Direct Assessment Competency- Based Educational Programs
Cooperative Academic Arrangement with Non-Title IV Entities – Approval (25% or more)
Approval
Yes
Yes
Prospectus
6 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Cooperative Academic Arrangement with Non-Title IV Entities – Notification (less than
25%)
Notification
No
Yes
Notification
Prior to Implementation
Prior to Implementation
Method of Delivery – Approval
*Approval only required if on restriction
Approval
No
Yes
Prospectus
6 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Distance and Correspondence Education
Method of Delivery – Notification
Notification
No
Yes
Notification
Prior to Implementation
Prior to Implementation
Distance and Correspondence Education
New Program – Approval
Approval
Yes
Yes
Prospectus
6 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Program Closure
Approval
No
No
Teach-out Plan
6 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Program Length Change
Approval
Yes
Yes
Prospectus
6 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Off-Campus Instructional Site/Additional Location Changes
Type
Approval/ Notification
Fee
Subject to Substantive Change Restriction
Submission Requirement*
Institutional Due Date
SACSCOC Due Date
Related SACSCOC Policy
Off-campus Instructional Site Notification (25-49%)
Notification
No
No
Notification
Prior to Implementation
Prior to Implementation
Off-campus Instructional Site Extensive Review Approval (50% or more; includes branch
campus, possible Committee Visit)
Approval
Yes
Yes
Prospectus
12 months prior to SACSCOC due date
March 15 for June Board
Sept. 1 for Dec. Board
Off-campus Instructional Site Closure
Approval
No
No
Teach-out Plan
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Other Changes
Type
Approval/Notification
Fee
Subject to Substantive Change Restriction
Submission Requirement*
Institutional Due Date
SACSCOC Due Date
Implementation
Approval
No
No
Notification
February 15 for review at June Board meeting August 1 for review at December Board
meeting.
March 15 for review at June Board Meeting September 1 for review and December Board
meeting
*OCTC timelines reflect the current status of not being subject to substantive change
restrictions.
To be used for decision making when adding a new program to OCTC's academic inventory.
To be used for decision making when offering courses at sites other than approved
OCTC campus/instructional sites.
To be used for decision making when offering a competency-based education program
or course.
To request a PDF copy of this document, please email
veena.sallan@kctcs.edu
.
OCTC home page
OCTC home page
About
About
Accreditation
OCTC Programs CIP and SOC Codes
Independent Program Accreditation
Professional Licensure Disclosures
Campuses
College at a Glance
Events
Leadership
Meet Our Students
Mission & Vision
Privacy & Terms
Student Life
Accreditation
Institutional Accreditation
Owensboro Community and Technical College is accredited by the Southern Association
of Colleges and Schools Commission on Colleges (SACSCOC) to award associate degrees.
Owensboro Community and Technical College may also offer credentials such as certificates
and diplomas at approved degree levels. Questions about the accreditation of Owensboro
Community and Technical College may be directed in writing to the Southern Association
of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA
30033-4097, by calling 404-679-4500, or by using information available on
SACSCOC’s website
.
Please, visit our
Professional Licensure Disclosures
webpage for more information. More details are available on the KCTCS
Licensure Disclosures
webpage.
Each expandable cell below contains a table providing data on various achievement
measures for OCTC students. If you would like to request a pdf version of this information,
please email
Dr. Ashleigh Crowe
.
Retention - First time (KCTCS performance measure/CPE Strategic Agenda)
Goal: Top 4
F18-F19
F19-F20
F20-F21
F21-F22
F22-F23
F23-F24
OCTC
57.1%
59.3%
57.4%
59.2%
68.0%
63.6%
KCTCS
55.5%
57.1%
55.5%
57.3%
60.8%
61.9%
KCTCS rank
7th
6th
8th
7th
2nd
8th
OCTC Pell
54.4%
54.6%
55.0%
56.1%
63.9%
58.3%
KCTCS Pell
54.5%
55.8%
55.3%
55.7%
58.4%
60.25%
KCTCS rank
8th
11th
10th
10th
5th
14th
Retention - First time, full-time (IPEDS cohort measure)
Goal: 67%
F17-F18
F18-F19
F19-F20
F20-F21
F21-F22
F22-F23
OCTC
61%
62%
65%
62%
63%
72%
IPEDS cohort
57%
61%
59%
61%
61%
65%
Note: The peer comparison group selected by IPEDS varies each year.
Graduation in three years - First time, full-time (KCTCS performance measure)
Goal: Top 4
F16-S19
F17-S20
F18-S21
F19-S22
F20-S23
F21-S24
OCTC
36.0%
40.8%
41.6%
47.1%
49.2%
53.7%
KCTCS
33.9%
36.3%
40.2%
41.5%
44.2%
47.2%
KCTCS rank
9th
6th
8th
4th
6th
5th
OCTC Pell
33.0%
33.6%
37.8%
39.9%
42.4%
47.2%
KCTCS Pell
31.5%
32.7%
37.6%
38.0%
41.4%
43.7%
KCTCS rank
8th
9th
10th
8th
10th
6th
Graduation in three years - First time, full-time (IPEDS cohort measure)
Goal: Better than average
F16-S19
F17-S20
F18-S21
F19-S22
F20-S23
F21-S24
OCTC
36.0%
40.8%
41.6%
47.1%
49.1%
54.0%
IPEDS cohort
35%
35%
34%
34%
39%
OCTC Pell
33.0%
33.6%
38%
40%
42%
IPEDS Pell
30%
33%
29%
28%
33%
Note: The peer comparison group selected by IPEDS varies each year.
Persistence Rate Fall to Spring – Credential-seeking continuing or graduating (OCTC
measure)
Goal: 80%
F18-S19
F19-S20
F20-S21
F21-S22
F22-S23
F23-S24
F24-S25
OCTC
75.0%
75.1%
73.4%
72.4%
77.6%
78.1%
78.2%
Persistence Rate Spring to Fall – Credential-seeking continuing or graduating (OCTC
measure)
Goal: 75%
S18-F18
S19-F19
S20-F20
S21-F21
S22-F22
S23-F23
S24-F24
OCTC
72.4%
72.0%
70.3%
73.2%
75.8%
77.9%
77.8%
Transfer rate - AA/AS earners enrolled at four-year college next academic year (KCTCS
measure)
Goal: Top 4
2018-19
2019-20
2020-21
2021-22
2022-23
2023-24
OCTC
61.2%
62.5%
62.7%
61.2%
63.8%
70.9%
KCTCS
56.1%
57.7%
58.2%
58.3%
58.9%
58.7%
KCTCS rank
3rd
2nd
3rd
6th
3rd
1st
Transfer GPA at WKU (OCTC/WKU measure)
Better than WKU native
2019
2020
2021
2022
2023
2024
OCTC
3.05
3.20
2.83
2.94
3.21
3.24
Native WKU
3.00
3.03
3.03
3.04
3.07
3.14
Employment Rate – (KCTCS Performance Measure/CPE Strategic Plan)*
Goal: Top 4
2020-21
2021-22
2022-23
2023-24
2024-25
OCTC
82.7%
81.8%
83.1%
82.1%
82.4%
KCTCS
77.2%
76.4%
80.3%
79.2%
79.0%
KCTCS Rank
4th
5th
3rd
6th
6th
*Rate calculated using Post-KCTCS Outcomes data
Licensure Exam Pass Rate (KCTCS performance measure)
Goal: 90%
2019-20
2020-21
2021-22
2022-23
2023-24
2024-25
OCTC
76.5%
80.3%
91.0%
85.7%
93.9%
91.4%
Please, visit our
OCTC Programs CIP and SOC Codes
webpage for more information.
Some academic programs are specialized professional programs accredited independently
of the college. For more information, please visit our
Independent Program Accreditation
webpage.
Owensboro Community & Technical College
REPORTING SUBSTANTIVE CHANGE
POLICY AND PROCEDURE
Responsible Official:
President
Original Approval Date:
March 19, 2012
Most Recent Revision Date:
January 5, 2026
Most Recent Revision Summary:
The OCTC Substantive Change Policy and Procedure was edited to align with 2026 changes
in SACSCOC policy.
Introduction
Substantive change is a federal term pertaining to any “significant modification
or expansion of the nature and scope of an accredited institution.” Colleges and universities
must notify their accrediting body of potential or actual substantive change in a
timely fashion and in many cases must receive approval for such change from the accrediting
body before the initiative is implemented.
Owensboro Community and Technical College’s (OCTC) institutional accrediting body,
the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC),
is required by the federal government to monitor its constituents’ compliance with
the substantive change policy and to grant permission for major changes to occur.
As an accredited member institution, OCTC shall adhere to the Commission’s substantive
change policy located online (SubstantiveChange.pdf (sacscoc.org)). Substantive changes
fall into four broad categories:
1. Institutional Changes
2. Program Changes
3. Off-Campus Instructional Site/Additional Location Changes
4. Other Changes
Purpose:
The purpose of this policy is to establish the requirements, process, and timeline
necessary to ensure timely coordination and notification of substantive changes involving
OCTC. Adherence to this policy is mandatory to remain in compliance with the SACSCOC
Standard 14.2 which states,
“The institution has a policy and procedure to ensure that all substantive changes
are reported in accordance with SACSCOC policy.”
SACSCOC requires all member institutions to have a policy and procedure established
to ensure the timely completion of substantive changes. It is the policy of OCTC to
be in complete compliance with the Substantive Change Policy and Procedure of SACSCOC.
SACSCOC Principles of Accreditation further states,
“A member institution is responsible for following the substantive change policy by
informing the Commission of changes in accord with the Commission’s procedures and,
when required, seeking approval prior to the initiation of the change. If an institution
fails to follow SACSCOC Substantive Change policy and procedures, it may lose its
Title IV funding or be required by the U.S. Department of Education to reimburse it
for money received by the institution for programs related to the unreported substantive
change. In addition, the institution’s case may be referred to SACSCOC Board of Trustees
for the imposition of a sanction or for removal from membership.”
It is imperative that the constituents of OCTC are familiar with the substantive change
policy and procedures, so all necessary changes are reported in a timely manner.
College Policy Statement:
It is the policy of Owensboro Community and Technical College to comply with the SACSCOC
Substantive Change policy and procedures as a condition of its continued accreditation
by SACSCOC. All academic and administrative areas of the College are governed by this
policy. All programs and services of the College, regardless of location and delivery
method, are subject to this policy.
OCTC SACSCOC Steering Committee: Roles and Responsibilities
To maintain compliance with SACSCOC Standard 14.2 and OCTC’s Substantive Change Policy
and Procedure, and to facilitate the flow of information regarding actions leading
to a substantive change notification, institutional substantive change will be a standing
agenda item for all OCTC SACSCOC Steering Committee meetings, which will occur monthly.
Additionally, approval of meeting minutes and the review of programs, locations, and
courses offered will be standing agenda items for all OCTC SACSCOC Steering Committee
meetings. The OCTC SACSCOC Steering Committee will be comprised of the following:
• President
• Accreditation Liaison (convener)
• Chief Academic Officer (CAO)
• Vice President of Advancement
• Vice President of Business Affairs
• Vice President of Student Affairs
• Vice President of Information Technology
• Vice President of Workforce Solutions
• Dean of Academic Affairs-Arts and Sciences
• Dean of Academic Affairs-Professional and Technical Studies
• Dean of Student Affairs
• Associate Dean of Institutional Effectiveness
• Director of Financial Aid
• Director of Library Services
• Coordinator of Distance Education
• Coordinator of Dual Credit
• Quality Enhancement Plan (QEP) Director
• Designated faculty/staff where applicable
It is the responsibility of the OCTC SACSCOC Steering Committee to remain current
with SACSCOC Substantive Change Policies. For the committee to understand the many
different types of changes that fall within the SACSCOC Substantive Change Policy,
a copy of the entire policy will be distributed annually to all members in August
or as the policy is updated by SACSCOC. Additionally, the Accreditation Liaison will
provide a substantive change training during the first month of the fall semester
to the steering committee.
The designated roles of specific members of the OCTC SACSCOC Steering Committee charged
with ensuring compliance with this policy are described below.
President
The President is responsible for the overall administration of the College. Along
with the College faculty, the President is responsible for the development and implementation
of an instructional program commensurate with the purposes of a comprehensive community
and technical college. The President is responsible for the enforcement of the substantive
change policy and procedure.
Accreditation Liaison
The Accreditation Liaison communicates with the College President and the appropriate
SACSCOC staff regarding the status of each substantive change notification/approval
request. The Liaison is responsible for compiling any required notification/approval
request documentation, and for ensuring each notification/approval request is submitted
within the prescribed timeframe. The Liaison is also responsible for providing professional
development to the institution’s leadership, faculty, and staff about the SACSCOC
substantive change process, the OCTC Substantive Change Policy and Procedures, and
for notifying the Executive Team, Administrative Council, OCTC SACSCOC Steering Committee,
and campus of any updates to the SACSCOC or OCTC substantive change policies.
The Accreditation Liaison notifies the Director of Financial Aid of any pending substantive
change submissions to SACSCOC. Responsibilities of this position also include maintaining
the electronic records system used to disseminate information about substantive change
notification/approval.
The Accreditation Liaison is responsible for scheduling and conducting monthly meetings
of the OCTC SACSCOC Steering Committee, drafting meeting agendas inclusive of all
standing agenda items, recording meeting minutes, providing copies of the OCTC Substantive
Change Policy for committee review, and for obtaining approval by the OCTC SACSCOC
Steering Committee, Executive Team, and Administrative Council of revisions to the
OCTC Substantive Change Policy.
Chief Academic Officer
The Chief Academic Officer (CAO)/Vice President of Academic Affairs provides leadership
in the planning, development, implementation, and evaluation of the instructional
units of the College. The CAO reports any upcoming academic changes that meet the
SACSCOC definition of substantive change to the President and Accreditation Liaison
by the timeline outlined in this document. The CAO will notify the President and Accreditation
Liaison at the time the program planning process begins, normally 9-18 months prior
to the implementation of a substantive change.
Vice President of Advancement
The Vice President of Advancement contributes to the steering committee by providing
guidance on advancement issues and resources needed as a result of substantive change.
Vice President of Business Affairs
The Vice President of Business Affairs contributes to the steering committee by providing
guidance on human and fiscal resources regarding substantive change.
Vice President of Information Technology
The Vice President of Information Technology contributes to the steering committee
by providing guidance on technology issues and resources needed as a result of substantive
change.
Vice President of Student Affairs, Dean of Student Affairs, and Director of Financial
Aid
The Vice President of Student Affairs, Dean of Student Affairs, and Director of Financial
Aid contribute to the substantive change process through input and guidance to provide
student support services as a result of substantive change. The Director of Financial
Aid is responsible for assessing substantive changes that may require US Department
of Education (USDOE) approval, submitting proposed changes to USDOE for approval,
and keeping the Accreditation Liaison apprised throughout the approval process.
Vice President of Workforce Solutions
The Vice President of Workforce Solutions monitors the proposed schedule of for-credit
workforce classes and approves and reports to the CAO/Vice President of Academic Affairs
any schedule changes that conform to the SACSCOC definition of substantive change
and which might create the need to notify and/or seek approval from the SACSCOC. The
Vice President of Workforce Solution is to notify the President and Accreditation
Liaison at the time the program planning process begins, 9-18 months prior to the
implementation of a substantive change.
Academic Deans
The Deans of Academic Affairs serve to direct curriculum, instruction, and scheduling.
The Deans are responsible for monitoring the proposed schedule of classes. The Deans
also work with the appropriate academic leads, program coordinators, curriculum coordinators,
and faculty to determine if new academic programs are a significant departure from
existing programs, and if so, work with these groups to gather the information/documentation
needed to complete the substantive change process. The Deans approve and report to
the CAO and Accreditation Liaison any schedule changes that conform to the SACSCOC
definition of substantive change which might create the need to notify and/or seek
approval from SACSCOC. The Deans are to notify the President and Accreditation Liaison
at the time the program planning process begins, normally 9-18 months prior to the
implementation of a substantive change.
Associate Dean of Institutional Effectiveness
The Associate Dean of Institutional Effectiveness provides necessary research and
data support for substantive change decisions.
Director of Library Services
The Director of Library Services contributes to the steering committee by providing
guidance on access to learning resources needed as a result of substantive change.
Quality Enhancement Plan (QEP) Director
The QEP Director provides necessary guidance and reports on efforts related to OCTC’s
QEP.
Coordinator of Distance Learning and Coordinator of Dual Credit
The Coordinators of Distance Learning and Dual Credit are responsible for ensuring
all required approvals and notifications are received prior to scheduling and marketing
courses/programs that require substantive change. Coordinators are to notify the President
and Accreditation Liaison at the time the program planning process begins, normally
9-18 months prior to the implementation of a substantive change.
Faculty/Staff
Faculty/Staff members appointed by the President to serve on the OCTC SACSCOC Steering
Committee will provide necessary data and program support where applicable.
Definitions
Definitions of SACSCOC terminology related to substantive change can be found in Appendix
A.
Local Procedure
All Kentucky Community and Technical College System (KCTCS) policies and procedures
related to curriculum will be followed.
Per the SACSCOC Substantive Change Policy and Procedures, specific requirements exist
for institutional, program, and off-campus instructional sites. A list of specific
actions that constitute a substantive change by category is included below. Specific
elements pertaining to SACSCOC substantive change reporting requirements for each
type of substantive change are found in Appendix B.
1. Institutional Changes
1.1 - Change in measure of student progress to completion
1.2 - Competency-based education by course/credit-based approach – Institutional-level
approval
1.3 - Distance education – Institutional-level approval
1.4 - Governance change
1.5 - Institution closure
1.6 - Institution, program, or location acquisition
1.7 - Institutional contingency teach-out plan
1.8 - Level classification and level authorization
1.9 - Merger/consolidation
1.10 - Mission change
1.11 - Ownership, means of control, or legal status change
1.12 - Prison Education Program - Institutional-level approval
2. Program Changes
2.1 - Competency-based education by direct assessment – approval
2.2 - Cooperative academic arrangement with non-Title IV entities – approval
2.3 - Cooperative academic arrangement with non-Title IV entities – notification
2.4 Correspondence education - notification
2.5 - Method of delivery – approval
2.6 - Method of delivery – notification
2.7 - New program – approval
2.8 - Program closure
2.9 - Program length change
3. Off-campus Instructional Site/Additional Location Changes
3.1 - Off-campus instructional site notification
3.2 - Off-campus instructional site approval (including branch campus)
3.2.1 - Extensive review
3.2.3 - Committee visits
3.3 - Off-campus instructional site closure
To monitor compliance with the SACSCOC Substantive Change policy the following will
be tracked by the applicable department and maintained on the OCTC SACSCOC Steering
Committee SharePoint site:
A tracking file of all off-campus dual-credit sites is maintained by the Coordinator
of Dual Credit. This file includes names and complete addresses of all off-campus
dual credit sites along with the listing of courses offered, faculty teaching the
courses, contact information for the Point of Contact for the dual-credit site, and
the percentage of courses towards a credential available by year.
A tracking file of off-campus sites, not related to dual credit, is maintained by
the Accreditation Liaison. This file includes names and complete addresses of all
off-campus sites along with the listing of courses offered, information for the point
of contact for the site, the percentage of courses towards a credential available
by year, and the date the site was approved by SACSCOC.
A tracking file of locations where workforce development credits are being offered
is maintained by the Department of Workforce Solutions. This file includes names and
complete addresses of all workforce sites along with the listing of courses offered,
faculty teaching the courses, contact information for the point of contact for the
site, and the percentage of courses towards a credential available by year.
The Coordinator of Dual Credit and the Vice President of Workforce Solutions will
inform the Accreditation Liaison each time a new course is added to a location. Working
in conjunction with the Accreditation Liaison will ensure all documentation needed
for substantive change, if necessary, is submitted in a timely manner.
During the regular OCTC SACSCOC Steering Committee meeting, the OCTC Accreditation
Liaison will solicit feedback concerning any substantive change, new program, or new
academic area from the members of the Committee. This includes all program and curriculum
changes reviewed as necessary by the local Curriculum Review Committee (CRC).
If any information brought forth is deemed substantive according to the
Substantive Change for SACSCOC Accredited Institutions
policy, then the Accreditation liaison, in conjunction with the President and CAO/Vice
President of Academic Affairs, will determine the type of substantive change needed.
If the Commission requires the institution to write a brief or complete prospectus
or prepare any additional documentation, the Accreditation Liaison will work with
the appropriate departments and committee members to complete the necessary documents.
When all documents are completed for submission, the Accreditation Liaison will prepare
the necessary letters and attach all necessary documentation to be submitted to the
President of the College to be signed and sent to the Director of Substantive Change
at SACSCOC. A copy of the file(s) will be loaded on the OCTC SACSCOC SharePoint site
for the Steering Committee's records/notification.
Policy Review
The OCTC SACSCOC Steering Committee will review the policy each August or when the
Substantive Change for SACSCOC Accredited
Institutions policy statement has been updated (whichever is more frequent) to evaluate
the effectiveness of the process and to identify any needed improvements.
Policy Amendment
Policy changes pertaining to substantive change should be submitted to the Accreditation
Liaison who will present the proposed change to the OCTC SACSCOC Steering Committee,
Executive Team, and subsequently to the Administrative Council.
Policy Publication
This policy will be published on OCTC’s website, in the Academic Affairs Handbook,
the Discover College Dual Credit/Concurrent Enrollment Handbook, and the Workforce
Solutions Policy and Procedure Manual. The Accreditation Liaison is responsible for
providing the policy/procedures to internal constituents for publication.
Additional Information
A list of OCTC SACSCOC approved off-campus sites is maintained on the OCTC SACSCOC
Steering Committee SharePoint site.
A brief description of OCTC substantive changes approved since the last reaffirmation
and pending substantive changes are maintained on the OCTC SACSCOC Steering Committee
SharePoint site. Each description includes the date of Commission on Colleges approval.
Point of Contact
Every SACSCOC member institution has an institutional Accreditation Liaison whose
charge is to ensure compliance with accreditation requirements. Questions or clarification
regarding this policy should be directed to the institutional Accreditation Liaison.
Nicole Ralph
Associate Dean of Institutional Effectiveness
Accreditation Liaison
4800 New Hartford Road
Owensboro, KY 4230
(270) 686-4419
nicole.ralph@kctcs.edu
Document History:
Reviewed and Approved/Effective Date: Executive Team 3/19/12
Reviewed and Approved: Administrative Council 3/19/12
Revision Approved (Formatting): Executive Team 2/19/13
Revision Approved (Format): Administrative Council 2/19/13
Revision Approved (Update organizational structure/general format): Executive Team
9/18/17
Revision Approved (Update organizational structure/general format): Administrative
Council 9/18/17
Revision Approved (Update detailed responsibility/roles/procedure/format): Executive
Team 8/21/18
Revision Approved (Update detailed responsibility/roles/procedure/format): Administrative
Council 8/21/18
Reviewed and Approved: Administrative Council 10/21/19
Revision Approved (Formatting): Executive Team 10/21/19
Revision (minor edits, formatting) Approved: Executive Team: 11/9/2020
Revision (minor edits, formatting) Approved: Administrative Council: 11/16/2020
Revision (updates to align with SACSCOC policy) Approved: Executive Team: 3/21/2022
Revision (updates to align with SACSCOC policy) Approved: Administrative Council:
4/18/2022
Revision Approved (updates to align with SACSCOC policy, minor edits): Executive Team
07/10/2023
Revision Approved (Updates to align with SACSCOC policy, minor edits); Administrative
Council 09/18/2023
Revision Approved (updates to align with SACSCOC policy, minor edits): Executive Team:
09/16/2024
Revision Approved (updates to align with SACSCOC policy, minor edits) Administrative
Council: 09/16/2024Revision Approved (updates to align with SACSCOC policy, minor
edits): Executive Team: 3/03/2025 Revision Approved (updates to align with SACSCOC
policy, minor edits) Administrative Council: 3/18/2025 Revision Approved (updates
to align with SACSCOC policy): Executive Team: 8/4/2025
Revision Approved (updates to align with SACSCOC policy): Administrative Council 9/15/2025Revision
Approved (updates to align with SACSCOC policy): Executive Team: 2/9/2026
Revision Approved (updates to align with SACSCOC policy): Administrative Council 2/17/2026
Term
Definition
Acquisition
The sale, exchange or transfer of a component of an institution’s or entity’s assets
to a SACSCOC accredited institution.
Approval
An official action by the SACSCOC Board of Trustees enabling an institution to implement
a proposed substantive change. All changes requiring approval are defined in Substantive
Change Policy and Procedures. An institution secures approval by submitting a substantive
change prospectus or application subject to satisfactory review by the Board of Trustees.
Branch campus
A special form of off-campus instructional site geographically apart from the institution’s
main campus, where instruction is delivered, and is independent of the main campus
of an institution. A location is independent of the main campus if the location is
permanent; offers courses in educational programs leading to a degree, diploma, certificate,
or other for-credit credential; has its own faculty and administrative or supervisory
organization; and has its own budgetary and hiring authority.
Closure
The ending of instruction in an educational program, at off-campus instructional site,
in an educational program at an off-campus instructional site or main campus, by a
method of delivery, or at an entire institution such that a student cannot complete
their program of study as planned. Date of closure is defined as closed to admission
or entry, not the cessation of instruction.
Competency
A competency is a clearly defined and measurable statement of the knowledge, skill,
and ability a student has acquired in a designated program.
Competency-based education
A method of delivery in which competencies are learned through interaction with faculty
and an academic credential is earned based on what students demonstrate they can do.
A competency is a well-defined statement of what a person can do as a result of learning.
Progression and completion are measured by demonstrated attainment of competencies.
Competency-based education by course/credit-based approach
In a competency-based education (CBE) program using the course/credit-based approach,
demonstrating competencies is embedded in a traditional curriculum with courses completed,
credits earned, and a credential awarded. Students typically enroll in an academic
term and course credits are awarded at the end of the term by demonstrating mastery
of the competencies associated with a course. Students may accelerate learning and
demonstration of competencies. Transcripts record courses and grades, though the institution
may opt to maintain a separate transcript of competencies.
Competency-based education by direct assessment approach
Progression and completion of a program is based solely on demonstrating mastery of
prescribed competencies. There are no academic terms (i.e., calendars), courses, or
credit hours. Students progress through a program’s competencies at their own pace
within limits, if any, established by the institution. The academic transcript consists
of successfully demonstrated competencies and the level of mastery attained.
Cooperative academic arrangement
An agreement between a SACSCOC-accredited institution and another entity (or entities)
to deliver program content recorded on the SACSCOC institution’s transcript as its
own (see also Standard 10.9 [Cooperative academic arrangements] of the Principles
of Accreditation). Examples include geographic or denominational consortia, statewide
distance education agreements, collaborative agreements with international institutions,
and contractual instruction.
Correspondence courses
Courses in which students and instructors are not in the same locations and in which
instructional materials and learning assessments (such as examinations, assignments,
creative works, etc.) are delivered electronically or by mail. Interaction between
instructor and student is limited, is not regular and substantive, and is primarily
initiated by the student. Courses are usually self-paced within limits.
Distance education
Distance education is a method of delivery in which the majority of instruction occurs
when students and instructors are not in the same location. It includes synchronous
(live or real-time) and asynchronous (lot live or real-time) instruction.
Face-to-face instruction
A method of delivery in which 50% or more of instruction occurs when students and
instructors are in the same location.
Implementation date
Also known as the “Effective date” is the date established by the institution in the
prospectus or application review. In the event of an unreported substantive change,
the implementation date is the date of approval granted by SACSCOC.
Instructional level
For courses and programs, the level of content and rigor corresponding to traditional
academic degree levels: associate, baccalaureate, master’s, education specialist,
or doctoral
Level authorization
SACSCOC authorization for an institution to offer instruction and credentials at
a level lower than the highest level for which an institution is approved to offer
instruction and credentials.
Level Classification
An institutional status indicating the highest level for which an institution is
approved to offer instruction and credentials.
Method of delivery
The principal method by which instruction is delivered to include competency-based
education (all forms), distance education, and face-to-face instruction.
Mission change
A significant change in the established mission of an institution that fundamentally
alters the character of an institution and its portfolio of academic programs or other
mission-driven activities.
New program
A program not previously offered at the institution in which the content is a significant
departure from the institution’s existing programs.
Notification
An official communication from an institution to SACSCOC as defined in Substantive
Change Policy and Procedures. A notification is complete only when accepted by SACSCOC
upon satisfactory review by staff.
Off-campus instructional site
A location geographically apart from an institution’s sole main campus and where instruction
is delivered.
Off-campus instructional site closure
Off-campus instructional site closure is defined as closed to admission to the site
for all programs, not the last date of instruction.
Off-campus instructional site relocation
Moving instruction to a new location geographically separate from – i.e., non-contiguous
to – the current location.
Off-campus instructional site name or address change
Changing the name or address of an off-campus site with no change in the location
at which instruction is delivered.
Oversight entity
Under the federal Prison Education Program (PEP), the state department of corrections,
Federal Bureau of Prisons, or other entity responsible for facilities where confined
or incarcerated students are located.
Prison Education Program (PEP
A federal program providing Pell Grant access to confined or incarcerated individuals.
Program
A coherent course of study leading to a for-credit credential including a degree,
diploma, certificate or other generally recognized credential.
Exception: General education, for substantive change purposes, is usually considered
a program even if a credential is not awarded. See also Standard 8.2.b (Student outcomes:
general education) and Standard 9.3 (General education requirements) of the Principles
of Accreditation.
Program designed for prior learning
A program requiring students to possess prior learning as a condition of admission.
Program length change
An increase or decrease in program length by 25% or more AND an increase or decrease
in students’ expected time to completion by more than one term.
Substantive change restriction
Alternate substantive change requirements placed on institutions that have been placed
on warning, probation, or probation for good cause over the prior three academic years;
or is under provisional certification for participation in federal financial aid programs
as defined in 34 C.F.R. § 668.13.
Teach-out
The process and time period of a teach-out plan.
Teach-out agreement
An optional written agreement with an institution or entity under which students covered
by a teach-out plan may complete their programs of study. A teach-out agreement may
include student eligibility criteria, time limits, fee waivers, tuition parity, or
other negotiated terms.
Teach-out plan
A written plan developed by an institution for students to complete their programs
of study because it decided to end a program, off-campus instructional site, method
of delivery, or to close the institution. A teach-out plan provides an orderly process,
the equitable treatment of students, minimal disruption and additional costs to students,
and covers all enrolled students regardless of their progress to completion.
Institutional Changes
Type
Approval/Notification
Fee
Subject to Substantive Change Restriction
Submission Requirement*
Institutional Due Date
SACSCOC Due Date
Related SACSCOC Policy
Acquisition
Notification & Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
March 15 for June Board Sept. 1 for Dec. Board
Merger/Consolidation, Acquisition, etc.
Change in Measure of Student Progress to Completion
Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Credit Hours
Competency-based Education by Course/Credit-based Approach – Institutional-level Approval
Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Distance Education – Institutional-level Approval
Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Governance Change
(Committee Visit)
Notification & Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
March 15 for June Board
Sept. 1 for Dec. Board
Merger/ Consolidation, Acquisition, etc.
Institution Closure
Approval
No
No
Teach-Out Plan
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Institutional Contingency Teach-out Plan
Approval
No
No
Teach-Out Plan
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Level Authorization
Addition
Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Level Change to a Higher Level
Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
March 15 for June Board
Sept. 1 for Dec. Board
Merger/Consolidation
(Committee Visit)
Notification & Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
March 15 for June Board
Sept. 1 for Dec. Board
Merger/ Consolidation, Acquisition, etc.
Mission Change
Approval
No
No
Prospectus
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Ownership, Means of Control, or Legal Status Change
(Committee Visit)
Notification & Approval
Yes
No
Prospectus
12 months prior to SACSCOC due date
March 15 for June Board
Sept. 1 for Dec. Board
Merger/ Consolidation, Acquisition, etc.
Prison Education Program - Institutional - level Approval
Approval
Yes
Yes
Prospectus
12 months prior to SACSCOC due date
March 15 for June Board Sept. 1 of Dec. Board
Program Changes
Type
Approval/Notification
Fee
Subject to Substantive Change Restriction
Submission Requirement*
Institutional Due Date
SACSCOC Due Date
Related SACSCOC Policy
Competency-based Education by Direct Assessment – Approval (50% or more; Committee
Visit)
Approval
Yes
No
Prospectus
6 months prior to SACSCOC due date
March 15 for June Board
Sept. 1 for Dec. Board
Direct Assessment Competency- Based Educational Programs
Cooperative Academic Arrangement with Non-Title IV Entities – Approval (25% or more)
Approval
Yes
Yes
Prospectus
6 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Cooperative Academic Arrangement with Non-Title IV Entities – Notification (less than
25%)
Notification
No
Yes
Notification
Prior to Implementation
Prior to Implementation
Method of Delivery – Approval
*Approval only required if on restriction
Approval
No
Yes
Prospectus
6 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Distance and Correspondence Education
Method of Delivery – Notification
Notification
No
Yes
Notification
Prior to Implementation
Prior to Implementation
Distance and Correspondence Education
New Program – Approval
Approval
Yes
Yes
Prospectus
6 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Program Closure
Approval
No
No
Teach-out Plan
6 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Program Length Change
Approval
Yes
Yes
Prospectus
6 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Off-Campus Instructional Site/Additional Location Changes
Type
Approval/ Notification
Fee
Subject to Substantive Change Restriction
Submission Requirement*
Institutional Due Date
SACSCOC Due Date
Related SACSCOC Policy
Off-campus Instructional Site Notification (25-49%)
Notification
No
No
Notification
Prior to Implementation
Prior to Implementation
Off-campus Instructional Site Extensive Review Approval (50% or more; includes branch
campus, possible Committee Visit)
Approval
Yes
Yes
Prospectus
12 months prior to SACSCOC due date
March 15 for June Board
Sept. 1 for Dec. Board
Off-campus Instructional Site Closure
Approval
No
No
Teach-out Plan
12 months prior to SACSCOC due date
Jan. 1 for Fall
July 1 for Spring
Other Changes
Type
Approval/Notification
Fee
Subject to Substantive Change Restriction
Submission Requirement*
Institutional Due Date
SACSCOC Due Date
Implementation
Approval
No
No
Notification
February 15 for review at June Board meeting August 1 for review at December Board
meeting.
March 15 for review at June Board Meeting September 1 for review and December Board
meeting
*OCTC timelines reflect the current status of not being subject to substantive change
restrictions.
To be used for decision making when adding a new program to OCTC's academic inventory.
To be used for decision making when offering courses at sites other than approved
OCTC campus/instructional sites.
To be used for decision making when offering a competency-based education program
or course.
To request a PDF copy of this document, please email
veena.sallan@kctcs.edu
.